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Metacognitive strategies and cooperative learning in computer skills training

Metakognitivne strategije i kooperativno učenje u obuci za rad na kompjuteru

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2006
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Authors
Mirkov, Snežana
Lalić, Nataša
Article (Published version)
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Abstract
The paper discusses the results and implications of a research which indicate to a significant importance of metacognitive strategies in the development of computer skills. Additional attention was paid to those skills that require metacognitive strategies in a learning environment which requires cooperation, as opposed to a direct instructional approach. Positive effects of such training are manifested in qualitatively different learning outcomes - in achievement test scores and self-concept development. Motivational importance of the cooperation approach is highlighted. By developing a sense of one's own control over one's own learning process one builds a sense of self-efficiency. The subjects who were trained in metacognitive strategies in a cooperative environment tend to continue training in computer skills more than the subjects trained by direct instructing. The inclusion of cooperative metacognitive components into traditional methods of computer skills training is, therefore,... justified, especially for students with lower self-esteem and a sense of low control in a computer-use-situation.

U radu se analiziraju rezultati i implikacije istraživanja koje ukazuju da primena metakognitivnih strategija u učenju ima značajnu ulogu u razvijanju kompetencija za rad na kompjuteru. Posebna pažnja posvećena je obučavanju u kompjuterskim veštinama koje obuhvata metakognitivne strategije u kooperativnom okruženju za učenje, nasuprot pristupu direktne instrukcije. Pozitivni efekti takve obuke manifestuju se u kvalitativno različitim ishodima učenja - u skorovima na testovima postignuća i razvijanju self-koncepta. Ističe se motivacioni značaj kooperativnog pristupa u obuci. Razvijanjem doživljaja kontrole nad sopstvenim procesom učenja ostvaruje se doživljaj samoefikasnosti. Ispitanici koji su obučavani u metakognitivnim strategijama u kooperativnom okruženju u većoj meri izražavaju tendenciju da nastavljaju učenje o kompjuterima, u odnosu na ispitanike koji su obučavani putem direktne instrukcije. Ističe se pedagoška opravdanost uključivanja kooperativnih metakognitivnih komponenata u... tradicionalne metode obuke u kompjuterskim veštinama, naročito za učenike sa slabijim samopouzdanjem i doživljajem niske kontrole u situacijama rada na kompjuteru.

Keywords:
computer skills training / metacognitive strategies / cooperative learning / direct instruction / self-concept / učenje kompjuterskih veština / metakognitivne strategije / kooperativno učenje / direktna instrukcija / self-koncept
Source:
Nastava i vaspitanje, 2006, 55, 1, 34-46
Publisher:
  • Beograd : Pedagoško društvo Srbije
  • Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
Funding / projects:
  • Education for knowledge based society (RS-149001)

ISSN: 0547-3330

[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/94
Collections
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Mirkov, Snežana
AU  - Lalić, Nataša
PY  - 2006
UR  - http://ipir.ipisr.org.rs/handle/123456789/94
AB  - The paper discusses the results and implications of a research which indicate to a significant importance of metacognitive strategies in the development of computer skills. Additional attention was paid to those skills that require metacognitive strategies in a learning environment which requires cooperation, as opposed to a direct instructional approach. Positive effects of such training are manifested in qualitatively different learning outcomes - in achievement test scores and self-concept development. Motivational importance of the cooperation approach is highlighted. By developing a sense of one's own control over one's own learning process one builds a sense of self-efficiency. The subjects who were trained in metacognitive strategies in a cooperative environment tend to continue training in computer skills more than the subjects trained by direct instructing. The inclusion of cooperative metacognitive components into traditional methods of computer skills training is, therefore, justified, especially for students with lower self-esteem and a sense of low control in a computer-use-situation.
AB  - U radu se analiziraju rezultati i implikacije istraživanja koje ukazuju da primena metakognitivnih strategija u učenju ima značajnu ulogu u razvijanju kompetencija za rad na kompjuteru. Posebna pažnja posvećena je obučavanju u kompjuterskim veštinama koje obuhvata metakognitivne strategije u kooperativnom okruženju za učenje, nasuprot pristupu direktne instrukcije. Pozitivni efekti takve obuke manifestuju se u kvalitativno različitim ishodima učenja - u skorovima na testovima postignuća i razvijanju self-koncepta. Ističe se motivacioni značaj kooperativnog pristupa u obuci. Razvijanjem doživljaja kontrole nad sopstvenim procesom učenja ostvaruje se doživljaj samoefikasnosti. Ispitanici koji su obučavani u metakognitivnim strategijama u kooperativnom okruženju u većoj meri izražavaju tendenciju da nastavljaju učenje o kompjuterima, u odnosu na ispitanike koji su obučavani putem direktne instrukcije. Ističe se pedagoška opravdanost uključivanja kooperativnih metakognitivnih komponenata u tradicionalne metode obuke u kompjuterskim veštinama, naročito za učenike sa slabijim samopouzdanjem i doživljajem niske kontrole u situacijama rada na kompjuteru.
PB  - Beograd  : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Metacognitive strategies and cooperative learning in computer skills training
T1  - Metakognitivne strategije i kooperativno učenje u obuci za rad na kompjuteru
EP  - 46
IS  - 1
SP  - 34
VL  - 55
UR  - conv_239
ER  - 
@article{
author = "Mirkov, Snežana and Lalić, Nataša",
year = "2006",
abstract = "The paper discusses the results and implications of a research which indicate to a significant importance of metacognitive strategies in the development of computer skills. Additional attention was paid to those skills that require metacognitive strategies in a learning environment which requires cooperation, as opposed to a direct instructional approach. Positive effects of such training are manifested in qualitatively different learning outcomes - in achievement test scores and self-concept development. Motivational importance of the cooperation approach is highlighted. By developing a sense of one's own control over one's own learning process one builds a sense of self-efficiency. The subjects who were trained in metacognitive strategies in a cooperative environment tend to continue training in computer skills more than the subjects trained by direct instructing. The inclusion of cooperative metacognitive components into traditional methods of computer skills training is, therefore, justified, especially for students with lower self-esteem and a sense of low control in a computer-use-situation., U radu se analiziraju rezultati i implikacije istraživanja koje ukazuju da primena metakognitivnih strategija u učenju ima značajnu ulogu u razvijanju kompetencija za rad na kompjuteru. Posebna pažnja posvećena je obučavanju u kompjuterskim veštinama koje obuhvata metakognitivne strategije u kooperativnom okruženju za učenje, nasuprot pristupu direktne instrukcije. Pozitivni efekti takve obuke manifestuju se u kvalitativno različitim ishodima učenja - u skorovima na testovima postignuća i razvijanju self-koncepta. Ističe se motivacioni značaj kooperativnog pristupa u obuci. Razvijanjem doživljaja kontrole nad sopstvenim procesom učenja ostvaruje se doživljaj samoefikasnosti. Ispitanici koji su obučavani u metakognitivnim strategijama u kooperativnom okruženju u većoj meri izražavaju tendenciju da nastavljaju učenje o kompjuterima, u odnosu na ispitanike koji su obučavani putem direktne instrukcije. Ističe se pedagoška opravdanost uključivanja kooperativnih metakognitivnih komponenata u tradicionalne metode obuke u kompjuterskim veštinama, naročito za učenike sa slabijim samopouzdanjem i doživljajem niske kontrole u situacijama rada na kompjuteru.",
publisher = "Beograd  : Pedagoško društvo Srbije, Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Metacognitive strategies and cooperative learning in computer skills training, Metakognitivne strategije i kooperativno učenje u obuci za rad na kompjuteru",
pages = "46-34",
number = "1",
volume = "55",
url = "conv_239"
}
Mirkov, S.,& Lalić, N.. (2006). Metacognitive strategies and cooperative learning in computer skills training. in Nastava i vaspitanje
Beograd  : Pedagoško društvo Srbije., 55(1), 34-46.
conv_239
Mirkov S, Lalić N. Metacognitive strategies and cooperative learning in computer skills training. in Nastava i vaspitanje. 2006;55(1):34-46.
conv_239 .
Mirkov, Snežana, Lalić, Nataša, "Metacognitive strategies and cooperative learning in computer skills training" in Nastava i vaspitanje, 55, no. 1 (2006):34-46,
conv_239 .

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